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Nichole Thompson

One Point Perspective


4
th
Grade
I. Standard/Benchmark:
Content Standard 1: All students will apply skills and knowledge to perform in the arts.
ART.I.VA.E.1 !se materials" te#hni$ues" media te#hnology" and pro#esses to
#ommuni#ate ideas and e%perien#es.
ART.I.VA.E.& !se art materials and tools safely and responsi'ly.
ART.I.VA.E.( )e in*ol*ed in the pro#ess and presentation of a final produ#t or e%hi'it.
II. Objective/Outcome:
Students will demonstrate knowledge of a *anishing point and hori+on line. They will
demonstrate how to take any o',e#t and gi*e the appearan#e of depth and distan#e. They
will #ome out of this pro,e#t with the understanding the meaning of perspe#ti*e.
II. Anticipatory set/Motivation:
Students will ha*e already learned foreground" middle ground and 'a#kground and how it
relates to spa#e. They will also ha*e learned how o',e#t appear smaller as they mo*e
further away from the *iewer. The students will also *iew images perspe#ti*e in a
lands#ape. An e%ample of a 'o% rising a'o*e the *iewer-s hori+on and 'elow the *iewer-s
hori+on will show different sides of the 'o%.
IV. Model the rocess:
Criteria:
The finished produ#t should show the first name of the student shooting out towards the
*iewer a'o*e the hori+on line and the last name shooting out 'elow the hori+on line.
.n#e the lines are drawn" students #an add shading and shadows to the dimensional
letters and use #olored pen#ils to really make it pop.
Demonstration:
Show ea#h step as we do it. The pro,e#t will 'e done step 'y step as a #lass.
Task Analysis:
1. Ea#h students will re#ei*e 'lo#k letters template" ruler" pen#il" /%11 white paper
&. Ea#h student will also re#ei*e a finished e%ample with the tea#her-s name" and ea#h
definition word lo#ated in its appropriate spot in the drawing.
0. Students first fold their paper in a 1hotdog1 fold so that the two long sides tou#h.
(. .n#e opened" they should ha*e a #rease going hori+ontally a#ross the paper. This is the
hori+on line.
2. To find the #enter of the paper" we use our ruler and measure the half3way point of the
hori+on line 42 15& in#hes6" whi#h is our #enter of our *anishing point. Students mark it
with an 7.
8. Students pla#e their drawing paper o*er the 'lo#k letter templates. They then tra#e the
shape of the letters onto their paper.
9. They write their first name a'o*e the hori+on line and their last name 'elow the hori+on
line 4a'out an in#h from the line6.
/. I stress that the outside of the letters should remain #lean and white.
:. !sing a ruler" I will show students how to draw a straight line from the #orners of the
letters to the *anishing point. I e%pe#t there to 'e many mistakes" 'e#ause this in an
introdu#tion. As long as students grasp the general #on#epts" understand the terminology"
and are showing effort in learning" we #an #ontinue mo*ing on.
1;. Some names are shorter than others and some students work $ui#ker than the rest.
11. I pla#e trays of #olored pen#ils on the ta'le to #olor and de#orate the inside of the letters
1&. .n#e the lines are drawn" students #an add shading and shadows to the dimensional
letters and use #olored pen#ils to really make it pop.
Vocabulary:
<ori+on line
Vanishing point
=erspe#ti*e
Materials:
Sharpened Pencils
Erasers
Ruler 8 1/2 X 11 white paper
Colored Pencils (optional)
V. !heck "or #nderstandin$:
1. >hat is a hori+on?
&. >hat is a *anishing point?
0. >hat is perspe#ti*e?
(. If a 'o% is a'o*e the hori+on line does the *iewer see the 'ottom or top of the 'o%?
VI. Monitor and Adjust:
As students work" tea#her o'ser*es and assists.
VII. Accommodations:
There are one student in #lass that is hearing impaired. <e will pro*ide me with his
mi#rophone at the 'eginning of #lass.
VIII. !lean up:
Allow 1; minutes for #lean up. All materials must 'e 'a#k in their assigned pla#es and
drawers. All students must 'e seated when done.
I%. !losure and Assessment:
Ea#h student will pla#e their =erspe#ti*e drawings on a ta'le so as a #lass we #an gi*e
feed'a#k on if the #orre#t lines where made.

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